Navegando por Palavras-chave "Non-Formal Education In Vulnerable Territories."

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    Práticas de letramento em contextos não formais: possibilidades na (re)construção de identidades e criação de novas narrativas sobre si
    (Universidade Federal de São Paulo (UNIFESP), 2019-09-30) Saad, Mayte Ache [UNIFESP]; Vovio, Claudia Lemos [UNIFESP]; Universidade Federal de São Paulo (UNIFESP)
    This research presents two main questions as background: the social disadvantages in which adolescents who live in vulnerable territories are immersed, particularly the ones related to the opportunities of access and dissemination of the uses of writing; and the role of social organizations, situated in the broad and diverse context of non-formal education, which aim to complement the learnings of formal system, in order to contribute to the promotion of human rights and the overcoming of adolescents disadvantageous conditions in the social environment. In this respect, this study concerned an investigation of a group of adolescents, who participate in one of these organizations, located in the district of M´Boi Mirim, in the outskirts of São Paulo, seeking to identify the literacy practices they take part in, as well as to comprehend how they signify these events of uses of writing and construct their identities in this process. Our interest was to verify to what degree these experiences favor the expansion of opportunities of choice and participation of adolescents in a society affected by social inequalities. The theoretical contributions come from the Literacy Studies in a socio-historical and cultural perspective, comprehended as multiple, diverse and marked by power relations, the Cultural Studies that deal with identity construction and the enunciative-discursive approach of the Bakhtin´s Circle. The data used in this qualitative and interpretative research was generated from observation and video recording of these literacy events, the construction of self narratives, the conversation circles with the adolescents, and the semi-structured interviews with the adolescents and the social educator of the group. The results indicate the existance of a plurality of literacy events offered to adolescents, which are permeated by the reception, appropriation and production of multimodal texts, related to the oral expression, the music, the images and the use of the space and body, beyond writing. We identified collaborative practices, where adolescents, focused on their interests, would take different roles related to the social uses of writing, negotiate ideas and actions, position themselves and perform in public mediated by different languages. At the same time, the presence of literacy events marked by social control and tutelage related characteristics, which mobilized school and religious discourses, and those connected to mass cultural models was identified. Despite these challenges, the discursive positions of the adolescents regarding the literacy practices they take part in the social organization reveal they appreciate and recognize the importance of these experiences, which help them expand their possibilities of expressing themselves, participating more actively in diferent spheres (mainly the school sphere) and constructing new paths which allow them to choose and dream.